The 6 Methods of Intervention

Ken Rigby
The 6 Methods of Intervention

The traditional approach of dealing with

bullying is to apply sanctions to students
who have engaged in such behaviour.
This approach typically involves the development
Application
and communication of clear rules about acceptable
and unacceptable behaviour, and reasonable
The traditional approach can be appropriately and
consequences for breaking the rules. These
most successfully implemented as follows:
consequences generally involve punishment of
the student who is considered responsible for the 1. Clear standards of behaviour are developed
bullying behaviour. and communicated, including the
consequences or punishment of unacceptable
Rationale behaviour. This may include verbal reprimands,
loss of privileges, detention, internal/external
The rationale behind this approach is that applying suspension and referral to the police.
sanctions or punishment will: 2. Classroom discussions are held at which
students discuss or identify the rules that
• Deter the student responsible for the should govern how they relate to others.
bullying behaviour from continuing to 3. Criteria are established to define the
behave in an unacceptable manner. grounds for which sanctions are justified,
• Send a clear message to the rest of the for example in cases of severe or
student body that bullying is not acceptable criminal bullying, and following repeated
and to deter them from bullying. non-compliance or when non-punitive
• Demonstrate to children who have approaches have proved unsuccessful.
bullied someone that they deserve to 4. The entire school community, students,
be punished (a traditional belief). staff and parents, are aware of the criteria
and the grounds for applying sanctions
and these are applied consistently and
not in an arbitrary or vindictive manner.
5. The disciplinary action is taken in
relation to the unacceptable behaviour
of the perpetrators rather than any
personal or social characteristics.

Advice Sheets: 6 Methods - 1 | © 2013 | Department of Education and Early Childhood Development | Dr Ken Rigby - leading authority on bullying Page 1
The 6 Methods of Intervention

6. Serious talks are undertaken with the

Conclusion
student—and where warranted with the
parent(s) or guardian(s)—explaining why
Despite the risks involved in applying sanctions in
the disciplinary action was taken.
cases of bullying, this approach can be justified
7. Careful monitoring of the student’s future
and effective. When sensible steps are taken
behaviour is needed to ensure that the
to minimise the risk of unintended and counter-
bullying has really stopped and has not
productive results. There is now clear evidence
merely become more subtle or covert.
that this approach is still employed routinely in
8. Opportunity is sought to praise and reward
most cases of bullying in schools; however, it has
any subsequent pro-social behaviour.
not been reported as more effective in stopping
bullying than the use of restorative practices and
Limitations non-punitive strategies.

The traditional approach to addressing bullying has References

several limitations:
Olweus, D. (1993). Bullying at school. Oxford:
• The use of direct sanctions may produce
Blackwell.
compliance but not necessarily a change
Rigby, K. (2010). Bullying interventions in
in an underlying attitude. In itself, it
schools: Six basic methods (See Chapter 4: ‘The
typically does not promote self-reflection
Traditional Disciplinary Approach’): Camberwell,
or encourage a ‘change of heart.’
ACER. Republished (2010): Boston/Wiley
• A high level of surveillance is required to
(American edition).
ensure the target’s safety and this can
be difficult for a school to achieve. Thompson, F., & Smith, P. K. (2011). The use
• The threat of further punishment for and effectiveness of anti-bullying strategies in
non-compliance may not be as powerful as schools. Research Report DFE-RR098. London:
positive reinforcement provided by supporters HMSO www.newcastle.edu.au/Resources/
of the bully or by the bully’s own enjoyment Research%20Centres/Family%20Action%20
in continuing to dominate a victim. Centre/resources/Resource_catalogue_2012_
• Older children are less inclined to accept emailable.pdf
the authority of teachers and are less likely
to be deterred by the threat of sanctions.
• If the punishment is perceived as vindictive
or unfair the student may feel highly
resentful and motivated to act antisocially.

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